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现行中学语文教材是按体裁组成单元的。这种编排本身就体现了教学内容的阶段性、系统性的特点和教学过程循序渐进的规律。但是,如果教学不得法,总是以“课”为中心,按照介绍作者和时代背景、分析课文内容,归纳主题和写作特点的老程式进行教学活动.那么,即使教者口若悬河,学生也会昏昏欲睡,其结果必然是收效甚微。为了改变这种千篇一律的教法,笔者从近年来发展迅速的比较文学得到启示,在初中语文单元教学中试用比较法分析课文,体会到这对于激发学生的学习兴趣,启发学生思维,提高学生写作水平,能起到很好的作用。我的作法是:打破“课本体制”,以单元为
The current middle school language textbooks are genre-based units. This arrangement itself embodies the phasic, systematic features of the teaching content and the law of the teaching process. However, if teaching is not law, it is always centered on “lessons”. In accordance with the introduction of the author and the background of the times, the content of the analysis of the text, and the old program that summarizes the theme and writing characteristics are used for teaching activities. Then, even if the teacher yells, the students will faint. Drowsy, the result must be little effect. In order to change this stereotyped teaching method, the author has gained inspiration from the comparatively rapid development of comparative literature in recent years. I have tried the comparative method to analyze the text in the teaching of Chinese in junior middle school. I realized this stimulates students’ interest in learning, inspires students’ thinking, and improves students’ writing. Level can play a good role. My approach is: to break the “textbook system”, with units as